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background of the reading research
发布时间:2015-03-31 20:16:05 作者:宁宁  发布者:Ella很疯狂 浏览次数:2131  类别:英文作文  
[大学六年级] 广东省 >> 广州市 >> 番禺区 >> 小谷围街道


For a long time, our understanding towards English teaching in reading is narrow. The English teaching in reading only circles in the small world of “text course”, which follows the “syllabus”, executes “teaching plan” and imparts “textbooks”. In the teaching process, from the whole part understanding, English teaching in reading focuses on the understanding of the literals and syntax analysis. With small steps forward, it forms the accumulation development, which caused the circumstance that students could not proceed positive thinking on the main information with the text as well as effective oral and written communication. In the process of teaching, executing the tough, infinite sub divisional and one-time correct summative evaluation system causes students lack self learning, exploration and innovation ability. It is required to pay more attention to knowledge and to neglect the practicing experience. Thus the traditional English teaching in reading not only fritter the students’ enthusiasm of learning English and the teachers’ teaching ability and enthusiasm, but also push English teaching in reading into the lifeless, inanimate situation.

In recent years, the proportion of English reading in the college entrance examination (including reading comprehensions, English cloze and information matching) throughout the English paper occupied more than 67 percent. Thus, in the high school stage of English learning, English teaching in reading plays a very important part. Although the teachers and students pay great attention on the English reading, the students’ reading efficiency is generally low. Combined with the personal teaching experience, the author also found that the students’ low reading efficiency has become the main obstacle to the English improvements.

The core of the 21st century teaching has shift from imparting knowledge to teach students how to learn. How to realize the respecting for people’ sovereignty and stimulating learners’ initiative and creative learning method is discussed continuously among educational fields in recent years. And thus it has given rise to some new teaching ideas that the teaching focus shifts from “how to teach” to “how to learn”, from “teacher-centered” to “student-centered”. The focus of the teaching innovation is to teach students how to learn.

Transformation on Teaching ideas also been fully reflected in the new high school English curriculum standard. Curriculum explicitly pointed out that the basic concept of high school English teaching requires optimizing the learning styles and improving the students’ autonomous learning ability. High school English curriculum design and implementation is to the benefit of optimizing English learning style, which makes the student explore active learning methods through observation, experience and exploration. It also gives students full places to release their own learning potential, forms effective learning strategies and furthermore improves the ability of autonomous learning (2003). It is visible that learning strategies have been incorporated into the curriculum target, so how to teach students to master learning strategies is surely become the teaching task in middle school English teaching.

High school English curriculum regulates that: “high school English teaching should focus on training students’ ability of the following aspects: appropriate use of English in interpersonal communication ability, the ability of acquiring and processing information in English; the ability to analyze and solve problems in English as well as critical thinking skills. High school stage of listening, speaking, reading and writing training should be based on the student demand for the development of these a few respects.” It is pointed out in the new curriculum standard in high school. English teaching should pay special attention to and emphasis on the students’ comprehensive use of English in oral communication and written communication ability. What’s more, it is required to cultivate students’ ability of thinking in English language and pay attention to cultivate students’ ability to extract and process information effectively in English. Providing students with a different perspective is to effectively improve students’ ability to analyze problems and solve the problem. Through the study of English, it can also improve students’ understanding of foreign culture and foreign national and help the Chinese people have a better understanding towards the foreign development status. And more over, it can make the students’ cognitive domain to be more comprehensive and cognitive ability to be more perfect. Finally it helps students improve their comprehensive qualities and promote students development to be better and faster.

Above all, reading is a very crucial part in English learning. While in the process of reading teaching, the author found that some of the students neither have clear goal in their English reading nor positive attitude and confidence to learning English well. Except the learning tasks assigned by the teacher, they don’t have their own learning plan. They do not well planning on study time or to make a study plan. Or it is hard to stick to it and then fall by the wayside. They rarely communicate with teachers and students about their learning experience. They have not taken the initiative to find the gain and loss in learning and to correct it, adjust their learning methods and plans. That means they cannot manage themselves for their own learning activities, self-monitoring and self-assessment. Through consulting relevant research materials, the author found in recent years, metacognitive strategy training can effectively solve the students’ problems in English reading. Therefore, this research would project through metacognitive strategy training in high school English teaching in reading with the aim of improving their English competence.

教师点评:
  • 批改教师:王思捷 ( 作文批改网 )
    批改时间:2015/4/6 19:43:59
    点评指数:
    点评内容:

    For a long time, our understanding towards English teaching in reading is narrow. The English teaching in reading only circles in the small world of “text course”, which follows the “syllabus”, executes “teaching plan” and imparts “textbooks”. In the teaching process, from the whole part understanding, English teaching in reading focuses on the understanding of the literals and syntax analysis. With small steps forward, it forms the accumulation development, which caused the circumstance that students could not proceed positive thinking on the main information with the text as well as effective oral and written communication. In the process of teaching, executing the tough, infinite sub divisional and one-time correct summative evaluation system causes students lack self learning, exploration and innovation ability. It is required to pay more attention to knowledge and to neglect the practicing experience. Thus the traditional English teaching in reading not only fritter the students’ enthusiasm of learning English and the teachers’ teaching ability and enthusiasm, but also push English teaching in reading into the lifeless, inanimate situation.

    In recent years, the proportion of English reading in the college entrance examination (including reading comprehensions, English cloze and information matching) throughout the English paper occupied more than 67 percent. Thus, in the high school stage of English learning, English teaching in reading plays a very important part. Although the teachers and students pay great attention on the English reading, the students’ reading efficiency is generally low. Combined with the personal teaching experience, the author also found that the students’ low reading efficiency has become the main obstacle to the English improvements.

    The core of the 21st century teaching has shift from imparting knowledge to teach students how to learn.and How to realize the respecting for people’ sovereignty and stimulating learners’ initiative and creative learning method is discussed continuously among educational fields in recent years. And thus it has given rise to some new teaching ideas that the teaching focus shifts from “how to teach” to “how to learn”, from “teacher-centered” to “student-centered”. The focus of the teaching innovation is to teach students how to learn.

    Transformation on Teaching ideas also been fully reflected in the new high school English curriculum standard. Curriculum explicitly pointed out that the basic concept of high school English teaching requires optimizing the learning styles and improving the students’ autonomous learning ability. High school English curriculum design and implementation is to the benefit of optimizing English learning style, which makes the student explore active learning methods through observation, experience and exploration. It also gives students full places to release their own learning potential, forms effective learning strategies and furthermore improves the ability of autonomous learning (2003). It is visible that learning strategies have been incorporated into the curriculum target, so how to teach students to master learning strategies is surely become the teaching task in middle school English teaching.

    High school English curriculum regulates that: “high school English teaching should focus on training students’ ability of the following aspects: appropriate use of English in interpersonal communication ability, the ability of acquiring and processing information in English; the ability to analyze and solve problems in English as well as critical thinking skills. High school stage of listening, speaking, reading and writing training should be based on the student demand for the development of these a few respects.” It is pointed out in the new curriculum standard in high school. English teaching should pay special attention to and emphasis on the students’ comprehensive use of English in oral communication and written communication ability. What’s more, it is required to cultivate students’ ability of thinking in English language and pay attention to cultivate students’ ability to extract and process information effectively in English. Providing students with a different perspective is to effectively improve students’ ability to analyze problems and solve the problem. Through the study of English, it can also improve students’ understanding of foreign culture and foreign national and help the Chinese people have a better understanding towards the foreign development status. And more over, it can make the students’ cognitive domain to be more comprehensive and cognitive ability to be more perfect. Finally it helps students improve their comprehensive qualities and promote students development to be better and faster.

    Above all, reading is a very crucial part in English learning. While in the process of reading teaching, the author found that some of the students neither have clear goal in their English reading nor positive attitude and confidence to learning English well. Except the learning tasks assigned by the teacher, they don’t have their own learning plan. They do not well planning on study time or to make a study plan. Or it is hard to stick to it and then fall by the wayside. They rarely communicate with teachers and students about their learning experience. They have not taken the initiative to find the gain and loss in learning and to correct it, adjust their learning methods and plans. That means they cannot manage themselves for their own learning activities, self-monitoring and self-assessment. Through consulting relevant research materials, the author found in recent years, metacognitive strategy training can effectively solve the students’ problems in English reading. Therefore, this research would project through metacognitive strategy training in high school English teaching in reading with the aim of improving their English competence.

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